Projeto de vida e constituição da identidade: um estudo com diretores de escola pública

• Autor(a) principal: Cunha, Delcimar de Oliveira
• Data de Publicação: 2009
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/16524
• topic: Projeto de vida; História de vida; Diretores escolares; Identidade (Psicologia); Escolas publicas -- Organizacao e admnistracao -- Brasil; Life projects; Identity; History of life; CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL

This work deals with the significant situations in the history of life that contributed to the constitution of the identity of two directors of public school of basic education in a city in the state of São Paulo and the circumstances evolving their life projects. This study is justified by the need to understand how individuals choose and act toward their own life projects. Directors of public schools work with projects designed and developed by the school community or by municipal bodies, state and federal, but it is also necessary to understand their own life projects and how they articulate with the daily educational experience. It tries to relate the project to more personal issues that concern human beings, although the possibilities and impossibilities in certain circumstances may hinder their implementation. Participant observation was chosen as a technique to obtain the data, throughout non-directive interview and narrative from the subjects personal archive of important photos, enabling capture relevant and subjective aspects of the personal and professional history of life. The theoretical basis for data analysis related to life project is the philosophy of Spanish Julian Marias (1970/1971) and category of identity, understood as a metamorphosis, in the work of Ciampa (1998). The survey results show that the first director, Marta, identified for many years the life projects with projects at work, leaving little room for other dimensions of life; a community situation brought her own reflections on life and produced the beginning of many metamorphoses, which transformed her life and, as a consequence, it also brought new ways of how to live the character of school director. The other director, who first joined the student movement and afterwards the party-political activism, brings to her work as a school director a project from the perspective of society, making her professional and personal life a experience of coherence and commitment; the emancipative metamorphosis are constant throughout life, and therefore not always visible. Both shows, each so distinct, how the projects of life should be considered in an attempt to understand the projects of work that guide educators action